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Assessment at EdCC

Institutional Assessment Plan

Direct Measures

Indirect Measures

Course

These measures are faculty led. In that regard, faculty take many approaches to address student learning, and the chosen assessment techniques vary among departments and disciplines. Nonetheless, all courses have specified course objectives, and faculty align assignments to these objectives in order to measure and assess student performance. Current methods that faculty employ include, but are not limited to the following:

Making Learning Visible, a poster session that showcases student work during the school year.
During the even students have the opportunity to share their work with
colleagues, faculty, and the community.

Student retention from lower level courses to subsequent level of courses. Measures include persistence, student success in courses; and students building particular skills in a field (i.e., mathematics, English, biology)

Holding an assessment fair/open house where students demonstrate their culminating projects; give presentations; and/or are available to answer questions regarding their work.

College Placement Level instruments for Incoming
Students. This is both via Accuplacer, which measures skills in math
and English.

Program (Degree and Certificate)

These measures are faculty and institutionally led and include the following:

The SIMPLE Plan, where on an annual basis all instructional departments evaluate their courses; programs of study; and changes in student populations.

Instructional departments maintain a list of assessment method(s) used to determine if students have met the program (i.e. degree and/or certificate) expectations. These methods include the following: professional/certification exams;portfolios; performances; internships; demonstrations; practicums; comprehensive exams; culminating projects; and degree outcome surveys.

These measures are faculty and institutionally led and include the following:

Course to Program-level Outcomes Maps that illustrate the role that each course plays in each of the college's degrees and certificates. Each course is mapped at an introductory, reinforcement, or mastery level for each program-level outcome.

Annual updating of program requirement sheets for student advising use

Surveys and focus group data about program learning outcomes from graduating students

Evidence of external validation of skills developed, such as awards, entry into transferprograms, and employer satisfaction with skill sets

Alumni surveys of success in field, i.e., working in field, continuing education,salary, etc.)

College

These measures are faculty and institutionally led and include the following:

All course level objectives are mapped to the college's College Wide Abilities

Culminating projects that assess the College Wide Abilities (CWAs)

College Wide Abilities (CWAs) rubrics, which faculty may utilize in their classroom instruction

The SIMPLE Plans, where on an annual basis, instructional departments, operational areas, and college committees complete a systematic, cyclical, on-going, assessment of processes
to ensure each area of the college is effectively meeting the needs of
the students and advancing the mission of the institution.

These measures are institutionally led and include the following:

Key Performance Indicators (KPIs) for each of the college's six mission Core Themes

Evaluating
Edmonds Rubrics to measure the college's effectiveness in the following
areas: Assessment, Information Sharing, Planning, and Student Learning
Outcomes

The Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE)

The college also collects alumni data, employer data, transfer rates, and retention rates for its students.